Cooperating to Learn: How Social Learning Theories influence the Classroom

The social learning theory focuses on the idea that people learn best through their interactions, conversations, observations and imitations of others (Learning-Theories.com, 2014). Through these interactions students learn social, academic and behavior skills necessary to thrive in society. Cooperative learning enables students and teachers to gain the benefits of social learning. By incorporating cooperative learning strategies into the classroom, students are able to build and navigate networks of knowledge that would not be possible when learning in isolation (Laureate Education, Inc., 2011).  

Cooperative learning allows students to learn in an environment where they are able to explore their ideas through talking and actively listening to their peers while working together to solve a problem or create a project. When students work together to learn, there is an increase of academic engagement and self-esteem as well as a decrease in feelings of loneliness and being left out (Pilter, Hubbell, & Kuhn, 2012). When incorporating cooperative learning groups it is important to keep in mind three key facts:

1.     groups need to be small, ideally 3-5 students

2.     cooperative learning works best when it is consistent and systematic

3.      include both positive group and individual accountability, ideally represented in a rubric before the project begins (Pilter et al, 2012)

Cooperative learning groups and technology can be interwoven to create exciting and engaging learning social learning opportunities. Students can work together to cerate an interactive VoiceThread or short movie to demonstrate understanding on a research topic or to recreate scenes from history or a novel. Creating a website such as a wiki, google sites on sites.google.com, or a Fusion Page on schoolfusion.com is a great way for students to work collaboratively to show learning. As our learning environments become globalized integrating quality web-enabled multiplayer simulation game is a exciting way to allow many people across the world to work together to complete a task or combine knowledge to solve a problem (Pilter et al, 2012).

There are many types of cooperative groups. Some require very little preparation or implementation time while others are more complex in nature. Listed below are a few ideas for incorporating cooperative learning into the classroom.

Think-pair-share: students are paired up to discuss an issue. Each student has time to share an idea, to listen and then to respond to the partner’s idea (Orey, 2001).

Jigsaw: each member of a small group is given a specific task or research topic. The team members then split up and work collectively with other peers assigned the same task as they become experts in their area. Once the research time is up the students gather into their original teams and teach their group members what they have learned (Orey, 2001).

Multi-aged groups: students work together in small age diverse groups (Orey, 2001).

Interactive-Role Playing: students take on the role of a specific character to work though a situation or problem. This helps students to see where multiple perspectives (Science Education Resource Center, 2011).

Check out http://serc.carleton.edu/introgeo/cooperative/example.html for additional ideas on cooperative learning grouping ideas.

Please check out my newest VoiceThread creation entitled Your Mission at

http://voicethread.com/share/5929214/   I would love to hear your comments on how I can improve this video to make it more appealing and relatable.

As always please feel free to share any idea you have on the topic. 

References

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Learnng-Theories.com. (2014). Social learning theory (Bandura). Retrieved from http://www.learning-theories.com/social-learning-theory-bandura.html

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Science Education Resource Center-Carlton College. (July 27, 2011). Cooperative exercise examples. Retrieved from http://serc.carleton.edu/introgeo/cooperative/example.html

Constructing knowledge through constructivist and constructionist frames of mind.

This week we delve into the principles of constructivist/constructionist learning theories. When we look at how students build their own unique internal cognitive system of knowing then we are talking about Piaget’s constructivism. When the focus of constructivism is expanded to include student created artifacts then we are talking about Papert’s constructionism (Staker, 2002-2013). Both constructionism and constructivism are student-centered theories where the learners are actively engaged in their learning process (Laureate Education, Inc., 2011).

There are many project-based learning tools that support the constructionist learning theory and embed technology in meaningful and transferable ways. The idea behind project-based learning is the awareness that students learn best when their learning situations include realistic and relatable scenarios and the teacher becomes a learning guide (Orey, 2001).

Generating and testing hypothesis is a great venue for supporting PBL in the classroom. When students create hypothesizes they are engaging in complex mental process that call upon the student to draw on what they know about the subject and to challenge that understanding (Pitler, Hubbell, & Kuhn, 2012). Creating theories allows students to actively construct their knowledge and understanding of a topic and allows them to become their own driving force of discovery. Using a concept mapping tool such as kidspiration can allow students to visualize their hypothesizes, alternatives and misconceptions. Microsoft Excel is another tool that can be used by students to create graphs that analyze different value meals from their favorite fast food restaurant or the changing migratory pattern of local birds (Pitler et al, 2012).

I came across this fun little article, 23 Ways to use the iPadin the 21st Century PBL Classroom. I particularly liked the suggestions to use Sketchbook Pro or Logo Maker to create a logo identifying a relevant social issue that students would want others to know about. I also liked the idea of using Twitter to summarize short socially important blogs or articles or using the imagery of Instagram to visually capture local issues (TeachThought, 2012). Podcasts or videos as story telling venues would also be a great artifact that supports project-based learning in the classroom.  

Please share any other inspiring PBL ideas. Thanks for reading.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Constructionism, learning by design and project based learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Staker, D. (2002-2013). Constructionism and constructivism. Changing Minds. Retrieved from http://changingminds.org/explanations/research/philosophies/constructionism.htm

TeachThought. (October 11, 2012). 23 Ways to use the iPad in the 21^st century PBL classroom. Teachthought. Retrieved from http://www.teachthought.com/technology/23-ways-to-use-the-ipad-in-the-21st-century-pbl-classroom/

Cognitivism in the Class: New tools and toys to enhace cognition.

Last week we looked at the influences of behaviorism in the classroom. This week we will focus on the cognitive learning theory. The cognitive learning theory focuses on how information is taken in by learners, how that information is processed and then what is done with that information (Learning-Theories.com, 2014). Whereas behaviorism focused on the external signs of learning, cognitivism focuses on the inner workings or schema of the learner. The cognitive learning theory emphasize the exploration of mental process such as memory and problem-solving in order to better understand the process of how people learn (Learning-Theories.com, 2014). This week we explored instructional strategies and technology tools that support the ideas of the cognitive learning theory.

My new favorite technology-based cognitive tool is the concept map. I have always been a big fan of graphic organizers, but to be honest I have only recently used an online version. Graphic organizers support cognitivism because they enhance a student’s ability to “retrieve, use and organize information” in a way that encourages comprehension and retention (Pitler, Hubbell, & Kuhn, 2012, p91). I gave www.spidercribe.net a test drive with a group of summer school students ranging in age from 3 to 6 earlier this week. We had a lot of fun working our way through the interactive map. The students were engaged and it was easy to add notes or enhance the illustrations. In that same lesson we took a Virtual Field Trip or VFT to explore the wonderful world of ladybugs. The VFT helped this group of summer learners to explore aspects of this small creature in a way that many of them could not on their own (Laureate Education, Inc., 2011). Both of these activities combined in one lesson encouraged student engagement and to become actively involved in critical thinking and information processing activities (Laureate Education, Inc., 2011).

There are many summarizing and note taking technology-based tools that can be used to enhance lessons at various age groups. One of my favorite tools is www.wordle.net. Wordle creates unique word clouds based on the frequency of words typed into the word bank. This tool allows the creature to visually show the importance of a word or phrase within the context of the topic. Other tools that enhance cognition are collaborative note taking programs such as www.typewithme and www.docs.google.com. These tools allow a group of learners to collect their combined information into one location (Pitler et al., 2012).

I have recently come in possession of an iPad though work. This new acquisition opens a number of doors for exploring interactive organizing, note taking and summarizing apps. The versatility of the iPad is very appealing. I love how you can type or use the stylus to write and draw as well as link video and audio files (Pitler et al., 2012).

Just in case I piqued your interest in the wonderful world of ladybugs you can find a great slow motion video of a ladybug flying at http://thekidshouldseethis.com/post/33568843592

I welcome your suggestions for other great technology-based tools that encourage cognative learning experience.

References

Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Learning-Theories.com. (2014). Cognitivism. Retrieved from http://www.learning-theories.com/cognitivism.html

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Thoughts on Behaviorist Learning Theory in the classroom

This week we are talking about the Behaviorist Learning Theory and how Behaviorism influence education. According to Learning-Theories.com the Behaviorist Learning Theory focuses on the relationship between a stimulus and a response to learn or unlearn a behavior. Behaviorists believe that learners start off as a blank slates and their behaviors are shaped by positive and negative reinforcements (2014). Many of the characteristics of the Behaviorist Learning Theory can be found in today’s classrooms especially when incorporating technology.

One of the key components of Behaviorism is the influence of positive reinforcement on students’ behavior. Students respond positively to sincere and authentic praise and there are a number of ways that students and teachers can benefit from technology based reinforcement in the class. There is nothing more exciting than for a student be praised for an achievement, whether it be for an academic, social or physical accomplishment and then to have evidence of their achievement to show to family and friends. By printing personalized certificates of achievement or awards students will have a tangible prize to help them feel motivated. Certificates are a great way to give students praise that is specific to a certain behavior or performance. When praise is specific in nature is will help to strengthen the connection between the positive reinforcement and the desired behavior as opposed to a generic comment that does not directly connect the stimulus to the response in the student's mind. These certificates show students that their effort and achievement are recognized and appreciated (Pitler, Hubbell, & Kuhn, 2012). 

Examples of Behaviorism can be found in the relationship between achievement and effort. Students' achievement serves as the stimulus and effort serves as the response to the positive or negative reinforcement a student receives. Utilizing a rubric is another great way to help students make the connection between effort and achievement. A rubric shows students clear expectations of how students can demonstrate their learning. Rubrics allow students to see that their grades are not arbitrarily assigned. More importantly, tools such as rubrics help students to see  that they are capable of owning their learning and that being smart or good in a subject is not solely attributed to outside forces (Pitler, Hubbell, & Kuhn, 2012).

Working with students in after school activities to strengthen their academic abilities and encourage an engagement I find the ideas of the Behaviorist Learning Theory play a strong role in the activities that we choose to participate in. Learning activities that take place outside of the school day, whether it is homework, tutoring or independent investigation need to be more exciting and motivational than learning that takes place during the school day because the amount of stimulating activities to choose from are far greater once the final bell rings. Blending technology and positive reinforcement through educational and developmentally appropriate websites and computer based programs that allow students to test their knowledge and skills after reading a story or watching a demonstrative or informative short video. These activities allow for much needed practice of transferable skills that are specific to the individual learner's needs. They also provide feedback, in many cases immediate feedback allowing students to make adjustments or ask for help (Pitler, Hubbell, & Kuhn, 2012). 

One of my favorite ways to motivate students is through newsletters that include pictures of students actively learning. Taking that same idea and expanding the scope and reach would be to
showcase student work on a class website or blog. Here students could show their work off to family members all over the world. A blog would allow families and members of the school community to interact with students and provide additional positive reinforcement to help shape the students' behavior and learning.


Listed below is a short list of some websites that I have used and students have enjoyed or that have come highly recommended.

www.brainpopjr.com is a subscription site featuring short movies and quizzes in math, science, technology, health, art and more.

www.dreambox.com is one of my personal favorites subscription based math sites.

www.readinga-z.com is another of my favorites subscription based sites for reading comprehension.

www.starfall.com is a great free reading site for young and inspiring readers.

I have started a trial membership with www.abcmouse.com and www.jumpstart.com  I will keep you posted on my findings.

These are just a few examples of how positively reinforcing efforts can be used to teach students that their effort and achievement are intertwined. If you have any other great sites, especially free ones, please suggest away! As always I welcome your comments and warm thoughts.

Kat

References  

Learnng-Theories.com. (2014). Behaviorism. Retrieved from http://www.learning-theories.com/behaviorism

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that   works (2^nd ed.). Alexandria, VA: ASCD.